Literaturnachweis - Detailanzeige
| Autor/in | Clarkson, Nicholas L. |
|---|---|
| Titel | Teaching Trans Students, Teaching Trans Studies |
| Quelle | In: Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, 27 (2017) 2-3, S.233-252 (20 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0882-4843 |
| DOI | 10.5406/femteacher.27.2-3.0233 |
| Schlagwörter | Sexual Identity; Gender Issues; Womens Studies; LGBTQ People; Student Attitudes; Preferences; Form Classes (Languages); Language Usage; Inclusion; Student Needs; Labeling (of Persons); Cognitive Development; Teaching Methods; Introductory Courses; Social Bias |
| Abstract | As trans studies becomes more deeply institutionalized as a field and trans visibility spikes in popular culture, more students come into women's and gender studies (WGS) classrooms identifying as trans, genderqueer, or nonbinary, and they hope that classrooms will be responsive to their experiences. At minimum, this requires that WGS instructors inquire about students' preferred names and pronouns and then use them properly. More broadly, trans students are also hoping to see themselves represented in course content, yet previous studies of the inclusion of trans material in WGS courses found trans-inclusion to be patchy at best, as described more fully in this article. (ERIC). |
| Anmerkungen | University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals.php |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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